Category Archives: Teaching Methodology and Research

186: Write Effective Can Do Statements


How do we ensure our students know exactly what they’re working toward in their language learning journey? In this episode, we’re diving into Writing Can Do Statements—how to make them concrete, student-friendly, and aligned with proficiency levels and ACTFL’s communication modes. We’ll explore both yearly and unit-specific Can Do Statements, their role in guiding instruction and assessment, and practical strategies for crafting effective statements that support student growth.

Get the Bloom’s Taxonomy verb list to use in your Can Do Statements

Topics in this Episode:

  • understanding exactly what Can Do Statements are and how to use them effectively in the classroom
  • using Success Criteria to write Can Do Statements
  • using Bloom’s Taxonomy to write Can Do Statements
  • yearly Can Do Statements
  • unit-specific Can Do Statements
  • examples of effective Can Do Statements
  • tips for writing effective Can Do Statements

Get the Bloom’s Taxonomy verb list to use in your Can Do Statements

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185: Universal Truths about Teaching with Carmen Scoggins


What have you learned about your teaching throughout your years of experience? Do you take time to look introspectively at what works well for you and why so that you can replicate it? In this episode, Carmen Scoggins, a Spanish teacher in North Carolina, joins me to talk us through her 5 universal truths about teaching. Though our personal experiences and truths may be a little different, hearing how Carmen frames her universal truths provides an effective framework for articulating our own, and the benefits of doing it.  

Topics in this Episode:

  • what Carmen means by “Universal Truths about Teaching” and how she discovered them
  • the key universal truths Carmen believes are essential for teachers to understand and embrace
  • how these universal truths apply specifically to the context of world language teaching
  • examples of how these truths have influenced Carmen’s own teaching practices and student outcomes
  • why and how teachers can incorporate these universal truths into their teaching philosophy and practice

Connect with Carmen Scoggins:

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Common Challenges in Proficiency-Based Classrooms

Sometimes we might feel like everyone else is achieving incredible success consistently and don’t face some of the challenges that we see in our own classrooms.  The truth and the reality is that most of us have some areas that don’t quite seem to be working at times.  Implementing comprehensible input (CI) strategies in a proficiency-based language classroom comes with its challenges at times.  With proactive planning we can create an engaging and effective learning environment for all students. Let’s dive into some of the most common obstacles and practical solutions to help you navigate them.

Different Proficiency Levels 

One of the biggest challenges in a CI-based classroom is meeting the needs of students with varied proficiency levels. Some students may quickly grasp input, while others need more support.

What Can We Do to Address This?

  • Scaffold Input: Use visuals, gestures, and real-world context to support comprehension. Advanced learners can be challenged with more nuanced language, while beginners focus on simpler structures.
  • Tiered Tasks: Create activities with different levels of complexity. For instance, when describing an image, beginners use basic sentences, while advanced students add details or speculate about what’s happening.
  • Pair and Group Work: Strategically mix students so stronger learners can support their peers while still benefiting from interactions at their level. Rotate groups to keep engagement high.

Large Class Sizes

A crowded classroom makes it harder to provide personalized input and ensure all students stay engaged.

What Can We Do to Address This?

  • Leverage Technology: Tools like Pear Deck, Gimkit, and Google Forms make interactive comprehension checks efficient.
  • Strategic Seating and Routines: Arrange seats to optimize interaction and establish consistent routines for CI activities to maintain structure.
  • Chunk Input: Break lessons into smaller segments with quick comprehension checks (e.g., yes/no questions) to keep engagement high.

Student Resistance

Students who are used to textbook-based learning may feel uncomfortable with a CI approach, questioning its rigor or effectiveness.

What Can We Do to Address This?

  • Explain the ‘Why’: Dedicate time early in the course to explain how CI supports real-world fluency. Share success stories from past students.
  • Celebrate Small Wins: Acknowledge when students understand without translating or express themselves spontaneously.
  • Incorporate Familiar Elements: Blend CI with structured grammar or vocabulary reviews to ease students into this approach.

Time Constraints

Pressure to cover an extensive curriculum can make it difficult to prioritize input-based instruction.

What Can We Do to Address This?

  • Focus on High-Frequency Language: Teach the most commonly used words and phrases to maximize efficiency.
  • Embed Input in Required Content: Use storytelling and cultural discussions to meet curriculum goals while delivering comprehensible input.
  • Set Realistic Goals: Prioritize long-term retention over superficial mastery of a broad set of topics.

Assessment and Accountability

Traditional assessments often prioritize grammatical accuracy over communication, making it difficult to show progress using CI methods.

What Can We Do to Address This?

  • Shift Assessment Practices: Use performance-based assessments like role-plays or storytelling, focusing on communication and fluency.
  • Showcase Progress: Record student speech samples throughout the year to demonstrate growth.
  • Blend Traditional and CI Assessments: Incorporate occasional quizzes for accountability while emphasizing proficiency-based evaluation.

Classroom Management

Keeping students engaged and in the target language can be challenging, especially with interactive activities.

What Can We Do to Address This?

  • Use Compelling Input: Choose topics that students find interesting—stories, pop culture, or personal experiences.
  • Set Clear Expectations: Establish and consistently enforce behavior norms for CI activities.
  • Frequent Check-Ins: Keep students engaged with quick questions, gestures, and interactive elements.

Your Turn

By implementing these strategies, we can create a CI-rich classroom where all students can grow in proficiency and communicate with confidence! What strategies have worked best for you? Let’s keep the conversation going in the comments!

Create a Classroom Where Students Use the Target Language Confidently

Imagine a classroom where students actively engage in meaningful communication, using the target language to collaborate, interact, and build relationships. Every voice is valued, and students feel safe taking risks and making mistakes. This is the essence of a classroom discourse community, a high-leverage teaching practice that directly impacts student engagement and language proficiency.


What is a Classroom Discourse Community?

A classroom discourse community is a space where students practice authentic communication in the target language, collaborate, and grow together. This learning environment is essential for language acquisition, as it provides real opportunities for students to apply their skills, fosters a sense of belonging, and motivates them to succeed.


five practical strategies to foster Discourse Community in your classroom

1. Establish Norms and Expectations

To build a discourse community, start by setting the foundation with clear norms and expectations.

  • Collaborate with Students: Involve them in creating norms such as active listening, turn-taking, and respecting opinions.
  • Make It Visual: Use posters or visual aids to reinforce these norms daily.
  • Reinforce Regularly: Revisit norms to ensure they remain relevant and effective.

Example Activity: Begin the year with a class discussion to establish communication norms. Post these in the classroom as a reference point for future interactions.


2. Promote Student Interaction

Encourage meaningful peer interaction to create a sense of community.

  • Pair and Group Work: Use activities like think-pair-share and jigsaw to ensure everyone participates.
  • Foster Collaboration: Encourage students to share work and give constructive feedback.

Example Activity: Implement a think-pair-share routine where students first think individually, discuss with a partner, and then share with the group.


3. Use Authentic and Meaningful Tasks

Engage students with tasks that connect language learning to real-world contexts.

  • Real-Life Relevance: Design tasks like role-plays or project-based learning tied to practical scenarios.
  • Cultural Connections: Incorporate students’ interests and cultural backgrounds to personalize learning.

Example Activity: Have students plan a trip to a country where the target language is spoken, researching destinations, itineraries, and presenting in the target language.


4. Encourage Reflective Practice

Reflection helps students become more aware of their progress and identify areas for growth.

  • Regular Reflections: Use journals, learning logs, or group discussions to guide self-assessment.
  • Provide Prompts: Ask students to reflect on what they’ve learned, challenges faced, and ways to improve.

Example Activity: At week’s end, ask students to write journal entries about their learning experiences and share in small groups.


5. Model Effective Communication

Your actions set the tone for classroom discourse.

  • Think-Alouds: Demonstrate how you process and choose words in the target language.
  • Active Listening: Paraphrase students’ responses to show you value their contributions.

Example Activity: During discussions, model active listening by repeating students’ responses before adding your own.


YOur Turn

Building a classroom discourse community takes time and consistent effort, but the rewards are invaluable. By fostering norms, encouraging interaction, using authentic tasks, promoting reflection, and modeling communication, you’ll create an environment where students feel connected and confident.

Try implementing one of these strategies in your classroom. Watch how your students respond, and share your experiences with us on social media.

Facilitating Target Language Comprehensibility

Making language comprehensible is the cornerstone of effective language teaching. When students understand what they hear and read, the language acquisition process begins. This not only enhances their proficiency but also builds their confidence, encouraging participation and risk-taking in language use. Let’s explore practical strategies for facilitating target language comprehensibility, creating an environment where students thrive.

Facilitating Target Language Comprehensibility, French, Spanish, CI, Comprehensible Input

Why Target Language Comprehensibility Matters

Target language comprehensibility refers to the extent to which input is understandable to learners. Inspired by Stephen Krashen’s Input Hypothesis (i+1), comprehensibility means providing input that’s slightly above students’ current proficiency. This fosters engagement, retention, and deeper learning.

Facilitating comprehensibility is also a High Leverage Teaching Practice (Glisan & Donato, 2020), directly impacting student learning and engagement. It helps us create classrooms where students confidently acquire and use the language.


Five Key Strategies for Facilitating Comprehensibility

1. Use Visuals and Realia

Visual aids and real-life objects make abstract concepts tangible, bridging the gap between the unfamiliar language and students’ knowledge.

  • Tips for Implementation:
    • Integrate images into lessons to provide context and cues.
    • Use realia—authentic objects like food or household items—to create connections.
    • Encourage students to bring items that connect to the target language.
  • Example: For a lesson on household vocabulary, show pictures or bring items like spoons and books. Ask students to name and describe them in the target language, making vocabulary meaningful and memorable.

2. Scaffold Language Learning

Scaffolding involves breaking learning into manageable chunks and providing temporary support.

  • Tips for Implementation:
    • Simplify complex sentences to match students’ levels.
    • Provide sentence starters or frames (e.g., “I think that…”).
    • Gradually increase language complexity as students grow comfortable.
  • Example: Start a conversation with “What is your favorite food?” and scaffold responses with “My favorite food is…” Progress to more complex questions like “Why do you like this food?”

3. Contextualize Vocabulary

Teaching vocabulary in context helps students understand its function in real communication.

  • Tips for Implementation:
    • Introduce words through stories or real-life scenarios.
    • Connect vocabulary to students’ experiences and prior knowledge.
    • Use thematic units that embed vocabulary naturally.
  • Example: For a unit on weather, write a short story using weather terms. Discuss the story together, reinforcing vocabulary in a meaningful context.

4. Incorporate Interactive and Communicative Activities

Interactive activities engage students in meaningful language use.

  • Tips for Implementation:
    • Use pair and group work to encourage collaboration.
    • Simulate real-life situations with role-plays and interviews.
    • Facilitate games and interactive tasks that require language use.
  • Example: Create a role-play where students practice ordering food at a restaurant. Provide menus in the target language and alternate roles as customers and servers.

5. Provide Comprehensible Input

Comprehensible input exposes learners to slightly challenging language.

  • Tips for Implementation:
    • Gradually incorporate new vocabulary and structures.
    • Repeat and rephrase information to ensure clarity.
    • Use listening activities with varied difficulty levels.
  • Example: Play an audio recording with some new vocabulary. Ask students to summarize and discuss the dialogue, rephrasing as needed to ensure comprehension.

Your turn

By integrating these five strategies—using visuals and realia, scaffolding language, contextualizing vocabulary, incorporating interactive activities, and providing comprehensible input—you can create a supportive, effective language learning environment.

168: How to Deal with Resistance to Change with Tim Eagan and Mike Travers


How well do you navigate change? Are you open to it?  What do you need to reduce any resistance that you might have? How do you support colleagues through the process?  In our ever-evolving world of language teaching and learning there are opportunities for change in our practice. But, is it easy? In this episode, I speak with Tim Eagan and Mike Travers, who are teachers and administrators in Massachusetts. They share some actionable insights and suggestions for approaching, understanding and eventually embracing change.

Topics in this Episode:

Connect with Tim Eagan and Mike Travers:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

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162: How to Make Language Comprehensible


We talk a lot about making language comprehensible in our language classroom. This is essential now that we understand how critical this is to language acquisition. When students understand what they hear and read, they begin the acquisition process. It also boosts their confidence, making them more willing to participate and take risks in using the language. In this episode, we’ll explore practical strategies to help make the target language comprehensible for your students.

Topics in this Episode:

  • High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • Comprehensibility is critical because it supports language acquisition. When students understand what they hear and read, they can engage more deeply and retain more information. It also boosts their confidence, making them more willing to participate and take risks in using the language.
  • 5 strategies to build a  discourse community in your classroom, each with tips and examples
    1. Use of Visuals and Realia
    2. Scaffolding Language
    3. Contextualize Vocabulary
    4. Engage Students with Interactive and Communicative Activities
    5. Provide Comprehensible Input (i+1).  Krashen’s hypothesis that language acquisition occurs when learners are exposed to language just above their current level.
  • Episode 160: Create a Classroom Where Students Use the Target Language Confidently

**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

160: Create a Classroom Where Students Use the Target Language Confidently


What is a discourse community? Essentially, it’s a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged. Is that what you would like to see in your classroom? I’m guessing you’re thinking, Yes!  But, how do we create this space for our students? In this episode I’ll give you five key strategies for building a discourse community in your classroom.

Topics in this Episode:

  • High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • A classroom discourse community is a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged
  • 5 strategies to build a  discourse community in your classroom, each with tips and examples
    1. Establish Norms and Expectations
    2. Promote Student Interaction
    3. Use Authentic and Meaningful Tasks
    4. Encourage Reflective Practice
    5. Model Effective Communication

**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

145: Concrete Ways to Support Proficiency Growth


In this episode I’m taking on the question of leveling up.  We often talk about proficiency levels and the output that goes along with each level.  We’ll take a look at some concrete examples of language produced at each level and I’ll share some suggestions for how we can support students in leveling up their language.

Episode:

  • The ACTFL Proficiency Levels (Interpersonal)
  • Novice Low/Mid/High: single words, chunks, chunked phrases.
  • Intermediate Low/Mid/High: discrete sentences, strings of sentences, moving toward paragraphs
  • Advanced Low/Mid/High: paragraphs, multiple paragraphs
  • Concrete examples of the language that students produce at each level and sub level with suggestions for  what they can do to move up a level or sub level.

Links mentioned in this episode

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Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

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144: Using Student Performance Data to Adjust Our Teaching with Wyatt Crane


What do you do with the information that you learn from the assessments that you give students? Even if we are talking about end–of-unit summative assessments we should look at the overall results and see if there are any changes we should make to instruction.  This is our own consistent way of doing action research in our classrooms.  In this episode, Wyatt Crane, a Spanish teacher in New York City, joins me to talk us through how he uses data from assessments (both formative and summative) to determine what is effective and what he may need to modify in his classroom teaching.

Topics In This Episode:

  • how Wyatt collects and analyzes student performance data in his language classroom
  • the tools and methods Wyatt finds most effective for this process
  • how student performance data influences Wyatt’s instructional decisions and lesson planning
  • examples of when data prompted Wyatt to adjust his teaching
  • how to ensure that student performance data is used not just for assessment purposes, but also for fostering student growth and learning
  • how to tailor approaches to data analysis and interpretation to meet the individual needs of students

Connect with Wyatt Crane:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.